Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary
ObjectiveTo understand the working mechanism and the relationships among the quality of teacher-child interaction (TCI), children's comprehensible vocabulary (CV) and executive function (EF).MethodsUsing stratified sampling, 900 children (boys 50.2%) and 60 preschool teachers were recruited fro...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-03-01
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| Series: | Frontiers in Public Health |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpubh.2023.1077634/full |
| _version_ | 1811158389978300416 |
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| author | Shi Yan Min Li Zhonglian Yan Biying Hu Li Zeng Bo Lv |
| author_facet | Shi Yan Min Li Zhonglian Yan Biying Hu Li Zeng Bo Lv |
| author_sort | Shi Yan |
| collection | DOAJ |
| description | ObjectiveTo understand the working mechanism and the relationships among the quality of teacher-child interaction (TCI), children's comprehensible vocabulary (CV) and executive function (EF).MethodsUsing stratified sampling, 900 children (boys 50.2%) and 60 preschool teachers were recruited from 4 places in China for testing, and five measurement tools, including the Classroom Assessment Scoring System (CLASS), the Peabody Picture Vocabulary Test (PPVT-R), the Stroop test, a card sorting task, and the Wechsler Intelligence Scale for Children (WISC-IV), were used.ResultsFor every additional unit of TCI, EF increases by 0.55 units; For every additional unit of EF, CV increases by 0.55 units; For every additional unit of CV, EF increases by 0.55 units; For every additional unit of CV, TCI increases by 0.38 units; For every additional unit of TCI, CV increases by 0.38 units. In the Model of TCI-EF-CV, the estimated value of TCI and the total effect of comprehensible vocabulary is 0.18; Z = 9.84, which is significantly greater than 1.96 at the bias-corrected 95% confidence interval and at the percentile 95% confidence interval (0.15, 0.23), both of which do not contain 0. The direct effect of TCI and CV is significant and indirect effects account for 39%. In the Model of TCI-CV-EF, the total effect of TCI on executive function is 0.09 (Z = 6.14), the direct effect is not significant with bias-corrected 95% confidence interval and 95% confidence interval (−0.01, 0.03), both of which include 0.ConclusionThere are two-way effects among children's EF and CV, TCI and CV. EF plays a mediating role in the influence of TCI on CV. TCI positively predicts children's EF, but this mainly depends on CV. Therefore, TCI plays a positive role in the development of children's CV and EF. |
| first_indexed | 2024-04-10T05:23:51Z |
| format | Article |
| id | doaj.art-920eb40470b1469a84684ae4012b1087 |
| institution | Directory Open Access Journal |
| issn | 2296-2565 |
| language | English |
| last_indexed | 2024-04-10T05:23:51Z |
| publishDate | 2023-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Public Health |
| spelling | doaj.art-920eb40470b1469a84684ae4012b10872023-03-08T05:11:15ZengFrontiers Media S.A.Frontiers in Public Health2296-25652023-03-011110.3389/fpubh.2023.10776341077634Associations among teacher-child interaction, children's executive function and children's comprehensible vocabularyShi Yan0Min Li1Zhonglian Yan2Biying Hu3Li Zeng4Bo Lv5Faculty of Education, Northeast Normal University, Changchun, Jilin, ChinaFaculty of Education, Northeast Normal University, Changchun, Jilin, ChinaFaculty of Education, Northeast Normal University, Changchun, Jilin, ChinaFaculty of Education, University of Macau, Taipa, Macau SAR, ChinaFaculty of Education, Wenzhou University, Wenzhou, Zhejiang, ChinaFaculty of Education, Northeast Normal University, Changchun, Jilin, ChinaObjectiveTo understand the working mechanism and the relationships among the quality of teacher-child interaction (TCI), children's comprehensible vocabulary (CV) and executive function (EF).MethodsUsing stratified sampling, 900 children (boys 50.2%) and 60 preschool teachers were recruited from 4 places in China for testing, and five measurement tools, including the Classroom Assessment Scoring System (CLASS), the Peabody Picture Vocabulary Test (PPVT-R), the Stroop test, a card sorting task, and the Wechsler Intelligence Scale for Children (WISC-IV), were used.ResultsFor every additional unit of TCI, EF increases by 0.55 units; For every additional unit of EF, CV increases by 0.55 units; For every additional unit of CV, EF increases by 0.55 units; For every additional unit of CV, TCI increases by 0.38 units; For every additional unit of TCI, CV increases by 0.38 units. In the Model of TCI-EF-CV, the estimated value of TCI and the total effect of comprehensible vocabulary is 0.18; Z = 9.84, which is significantly greater than 1.96 at the bias-corrected 95% confidence interval and at the percentile 95% confidence interval (0.15, 0.23), both of which do not contain 0. The direct effect of TCI and CV is significant and indirect effects account for 39%. In the Model of TCI-CV-EF, the total effect of TCI on executive function is 0.09 (Z = 6.14), the direct effect is not significant with bias-corrected 95% confidence interval and 95% confidence interval (−0.01, 0.03), both of which include 0.ConclusionThere are two-way effects among children's EF and CV, TCI and CV. EF plays a mediating role in the influence of TCI on CV. TCI positively predicts children's EF, but this mainly depends on CV. Therefore, TCI plays a positive role in the development of children's CV and EF.https://www.frontiersin.org/articles/10.3389/fpubh.2023.1077634/fullteacher-child interactionexecutive functioncomprehensible vocabularytwo-way effectmediating role |
| spellingShingle | Shi Yan Min Li Zhonglian Yan Biying Hu Li Zeng Bo Lv Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary Frontiers in Public Health teacher-child interaction executive function comprehensible vocabulary two-way effect mediating role |
| title | Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary |
| title_full | Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary |
| title_fullStr | Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary |
| title_full_unstemmed | Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary |
| title_short | Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary |
| title_sort | associations among teacher child interaction children s executive function and children s comprehensible vocabulary |
| topic | teacher-child interaction executive function comprehensible vocabulary two-way effect mediating role |
| url | https://www.frontiersin.org/articles/10.3389/fpubh.2023.1077634/full |
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